We address the following research question: What are the effects of reading interventions on the reading outcomes of students with or at risk of ADHD in Grades 4 to 12? In total, 16 studies met inclusion criteria. The purpose of this synthesis is to investigate reading studies for participants identified with or at risk of ADHD. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. Study findings suggest that embedding behavior supports into an evidence-based reading curriculum during small group reading instruction can be a feasible method for schools to address student engagement during reading instruction.Įmpirical evidence suggests inattention and attention deficit hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Social validity data indicated that intervention was important and acceptable. Results suggested the presence of a functional relation and large effect sizes for two of the three students in the study. Study effects were evaluated by the What Works Clearinghouse visual analysis indicators and nonoverlapping data effect sizes. To support the engagement of students with co-occurring reading difficulties and inattention during reading instruction, the present study embedded antecedent- and consequence-based behavioral supports into an evidence-based reading curriculum to answer the following research question: What are the effects of integrating behavior supports into a reading intervention on student engagement relative to a reading intervention without behavior supports for fourth-grade students with co-occurring reading difficulties and inattention? The study used an ABAB withdrawal design.
#KURZWEIL 3000 V13 WINDOWS 10 HOW TO#
However, there is limited research on how to increase student engagement during reading instruction for these students. Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Additionally, three students demonstrated maintenance of the sight words they acquired up to four weeks after the computer intervention was discontinued. All four students mastered the target sight words within two to seven 20 to 25-minute sessions. A multiple baseline design across word sets demonstrated that computer practice using Kurzweil 3000 was functionally related to increased sight word recognition.
Computer-assisted instruction using the Kurzweil 3000 text to speech program included the following practice activities: typing target sight words, highlighting spoken words on the computer screen, reading and saying sight words into a microphone, and completing a cloze passage. This study was designed to examine the effects of a computer-assisted instruction program on the acquisition of sight words for four African American fourth graders with mild disabilities (i.e., learning disabilities, mild intellectual disabilities, and ADHD).
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